Teachers’ Digital Competence. The Case of the University System of Galicia

Abstract

The digital teaching competence of university professors is of vital importance to improving the quality of higher education, and for the strategic positioning of public universities in our country. The purpose of this study is to find out the level of digital competence of Galician university professors, as well as to identify whether there are significant variable-based differences. To this end, a non-experimental design with a descriptive approach and hypothesis contrast is proposed. The sample studied is made up of a total of 610 teachers from the three public universities of Galicia (Spain), who responded to the DigCompEdu Check-In instrument adapted to the Spanish context (Cabero-Almenara & Palacios-Rodríguez, 2020). In general terms, the results show a medium-low level and the existence of significant differences depending on the age, recruitment profile and area of knowledge of the teaching staff. Specifically, the younger teaching and research staff, together with Social and Legal Sciences, have a higher level of competence, whereas tenured teaching and research staff have a lower level of competence with respect to contracted workers. Therefore, training plans should be developed which focus on teaching. Expert advice and personalized methodological support should shift the focus of the intervention radically from technology to teaching.

Digital Competence of College Teachers and Its Influencing Factors: Inputs for Teachers Technical Training

“…It also highlights the urgent need for specific interventions designed to improve instructors' digital literacy and competence in using technology into educational methods, and a prevalent trend, namely, the significance of implementing focused training activities. These findings are consistent with the current emphasis on teachers' digital competence in vocational education, as highlighted by Morante [1] and Fernandez, J. et al [2] researches. In addition, Tzafilkou, Perifanou, and Economides [3] support the idea that digital competence plays a key role in improving the professional competence of teachers, a view that is echoed in the perceptions of project participants observed in this study.…”

Competencias Digitales de los Estudiantes de Educación de la Universidad Nacional de Loja- Ciclo Octubre, 2023/Marzo, 2024

“…De acuerdo con estudios internacionales realizados por Pozas y Letzel (2021) en Alemania, y Tomczyk et al (2022) en Italia y Polonia, se determinaron las correlaciones de las actitudes de los maestros de preescolar y las habilidades percibidas en el uso posterior de la tecnología. De igual manera Fernández-Morante et al (2023) en Galicia y Karkouti (2023) en Qatar, declaran la necesidad de mejorar los planes de estudio universitarios que permitan una mejor preparación académica de los docentes para enfrentar el acelerado desarrollo tecnológico.…”

Identification of TPACK-ICT Jayapura City High School Biology Teachers in Facing Post-Pandemic Learning

“…This Technological Pedagogical Knowledge (TPK) makes it possible to understand what use of technology is appropriate to achieve pedagogical goals, as well as enabling teachers to choose what equipment is most appropriate based on its suitability for a particular pedagogical approach. Technology can also provide new methods for teaching that are easier to implement in the classroom (Fernández-Morante et al, 2023;Gamez & Mayorga-Fernández, 2022;Infante-Moro et al, 2019) teaching practice, have been able to choose technology that suits the learning approach and strategy in the learning practice that teachers carry out and have been able to use internet facilities such as social media, blogs for learning media (Salcines-Talledo et al, 2020). Based on the results of interviews conducted with biology teachers, it is known that biology teachers have adjusted the material and pedagogy before preparing the tools so that the tools created are in accordance with the students' initial abilities.…”

“…The TPACK framework describes the various types of knowledge that teachers need to teach effectively with the help of technology and various complex procedures regarding the areas of knowledge interaction. According to Fernández-Morante et al (2023), the use of technology in learning influences what is taught and when learning material appears in the curriculum. Therefore, teachers need to ensure that the use of technology in learning is effective.…”